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ERIC Number: EJ949253
Record Type: Journal
Publication Date: 2012
Pages: 27
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-0363-4523
Student Antisocial Compliance-Gaining as a Function of Instructor Aggressive Communication and Classroom Justice
Claus, Christopher J.; Chory, Rebecca M.; Malachowski, Colleen C.
Communication Education, v61 n1 p17-43 2012
This study investigated students' perceptions of their instructors' argumentativeness and verbal aggressiveness, classroom justice, and effectiveness of and likelihood of communicating student antisocial behavior alteration techniques (BATs). Results indicate that student perceptions of instructor argumentativeness were not related to their perceptions of the effectiveness of or likelihood of communicating antisocial BATs, or to their perceptions of classroom justice. In contrast, student perceptions of instructor verbal aggressiveness were positively related to their perceptions of the effectiveness and likelihood of communicating virtually all the antisocial BATs and negatively related to all three types of fairness. Finally, classroom justice mediated the relationships between instructor verbal aggressiveness and antisocial BAT effectiveness and likelihood of use, but did not mediate the relationship between instructor argumentativeness and antisocial BATs. (Contains 2 notes and 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A